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Schools play a central role in shaping and instilling gender norms amongst students and in setting expectations for their later lives. In Islamic schools (madrasa and schools belonging to Islamic institutions), where religious teachings and texts are interpreted in a male-dominated context, girls are rarely encouraged to fulfil non traditional roles. With the aim of encouraging gender-equitable teaching practices, EQuIC’s InsPiRASi project held training and mentoring sessions with teachers and school managers to support learning on gender-responsive and student-centred pedagogy. This briefing note describes the results of the intervention.